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K-Lesson 6Day 1 Day 2 5tCurious About Words Sounds Around Us Sounds Around Us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i5IFSFBSFTFBHVMMTnZJOHPWFSVT wTIF UIPVHIU5IFOPJTFTHSFXTPGUFSBOETPVOEFEGBSUIFSBXBZi/PXUIFTFBHVMMT BSFnZJOHBXBZw 5JOBIFBSEBTIBSQXIJTUMFUPIFSMFGUi8FNVTUCFOFBSBMJGFHVBSETUBOE w TIFUIPVHIU4IFIFBSEBMJGFHVBSEDBMMPVUBXBSOJOHUPBTXJNNFS .PNBOE5JOBXFOUJOUPUIFPDFBOGPSBTXJN5JOBMBVHIFEXIFOUIFXBWFT TQMBTIFEPOIFSMFHT5IFDPPMXBUFSGFMUHPPEBGUFSUIFIPUTVO #FGPSFUIFZMFGUUIFCFBDI .PNQVUBTNPPUITUPOFJO5JOBTIBOE5JOBGFMU UIFTUPOF*UEJEOPUIBWFPOFSPVHITQPU5JOBLFQUUIFTUPOF4IFXBOUFEUP SFNFNCFSUIJTEBZBUUIFCFBDIGPSFWFS $0.13&)&/4*0/8IBUXPSETIFMQZPVVOEFSTUBOEIPX5JOBVTFTIFS TFOTFT 8IBUEPFT5JOBMFBSOBCPVUUIFCFBDIUISPVHIIFSTFOTFTPG TNFMM TPVOE BOEUPVDI A Day at the Beach Days 3 and 4 “A Day at the Beach,” Vol. 1, pp. 24–25 Assessment Pretest/Posttest Administration p. 67 Pretest/Posttest Blackline Masters pp. 102–103 Days 1 and 2 “Sounds Around Us,” Vol. 1, pp. 22–23 Introduce Meanings Assess To assess what word meanings children already know, copy and distribute the Pretest/ Posttest on pages 102–103. Use page 67 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Sounds applause n. clapping When we fi nished our play, the applause from our family was very loud. bursting v. popping The fi reworks were bursting in the sky and making lots of loud popping noises. pounding n. a hammering sound She listened to the pounding of the ocean waves against the rocks. screaming v. yelling in a high, loud voice Kayla started screaming so that her brother would listen to her. Discuss Guide children to see the relationship between each word and the category. Prompt them to tell about times when they have heard these sounds. Read Aloud Explain that you will read aloud a story about the different kinds of sounds people hear. Then read aloud “Sounds Around Us.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Sounds Around Us.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words to Describe a Fireworks Show bursting pounding applause 1. What could you do to make a bubble burst? (Sample answer: poke it with your fi nger) 2. What word could you use to describe the opposite of whispering? (screaming) 3. When might people give applause? (Sample answers: at plays; at concerts; at sports games) 4. What word could you use to describe the sound drums make? (pounding) Day 3 Day 4 Day 5 Unit 2, Lesson 6 t T13 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Our Senses noises n. things that you can hear Farm animals make lots of different noises, such as moos and oinks. scent n. a smell The scent of pizza fi lled the small restaurant. smooth adj. even; not rough The baby’s skin is soft and smooth. vibration n. shaking The vibration of the cell phone means someone is calling. Discuss Guide children to see the relationship between each word and the category. Prompt them to point to things in the classroom that make noises or vibrations. Read Aloud Explain that you will read aloud a story about how a blind girl uses her senses when she goes to the beach. Then read aloud “A Day at the Beach.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A Day at the Beach.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About Touch Words About Smell Words About Sound smooth vibration scent noises 1. What noises do you hear when you go outside? (Sample answer: cars, lawnmowers, people talking) 2. Look around the room and fi nd something smooth. Does it have a scent? If not, fi nd something else that does. What does it smell like? (Answers will vary.) 3. Tell which of these things make vibrations: cars, birds, washing machines, fl owers. (cars, washing machines) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Describe Talk to your partner. Tell about a time when you heard applause. Did you clap, too? Why or why not? Role-Play Show a partner how you might look if you smelled the scent of a fl ower. Now show how you might look if you smelled the scent of a skunk. Finally, show how you might look if you felt the vibrations and heard the pounding of a hammer near you. Examples Think about your toys. What are some toys that are smooth? Tell your partner. Compare Talk to your partner. Describe the noise that a balloon makes when it bursts. Now describe the noise a baby makes when it is screaming. Compare both noises. Talk about which noise you think sounds worse. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 102–103. Use page 67 to administer the test. Compare scores with Day 1 Assessment.